Evangelischer Entwicklungsdienst (EED) Africa Alumni Conference Conflict,, Peace and Sustainable Development in Africa: The Role of Universities, NGOs, People s s Movements and Actors of Faith Challenges Facing Agricultural Higher Education Training and Innovation in Africa: A Case of Sokoine University of Agriculture in Tanzania Dr. Damian M. Gabagambi, Department of Agricultural Economics and Agribusiness, Sokoine University of Agriculture, Tanzania Stellenbosch University, Januanry 27-29, 2009 1
Contents Role of agriculture in economic an economy Challenges facing agriculture in developing countries The role of universities in addressing agricultural challenges Challenges of agricultural higher education and training in Tanzania A case of Sokoine University Conclusion and Recommendaions 2
Role of agriculture in economic an economy Feeds the nation Source of raw materials for the manufacturing sector Reserves labour for other sectors Huge potential for being an engine of economic growth and poverty reduction how and why? 3
Role of agriculture... E.g. Tanzania, 70% of the population live in rural areas locked in agriculture Because poverty is a rural phenomenon, it means about 70% of the population is poor The poor miss a lot of things in their everyday life If income increased for whatever reason the greater portion of the increased income would immediately be spend in buying goods/services they have been missing This would increase aggregate spending in the economy, i.e economic growth. The situation would be different if the income increase was for the richer one the greater portion of the increment would be saved and aggregate speding would not increase. Implication for policy if development policies end up increasing the income of those who are already better off, economic growth and poverty reduction will remain a day dream 4
Challenges facing agriculture in developing countries Environmental problems (deforestation, polution, global warming, etc Harsh weather drought and floods Dominated by peasantry farming styles thus difficult to apply modern technology Poor infrastructure Lack of clear policy to guide the sector - adhocratic approach Growing conflics between farmers and pastoralist Low productivity 5
The role of universities in addressing agricultural challenges For agriculture to be an engine of economic development skilled manpower at all levels is required These include researchers, extension experts, policy analysts in all fields of agriculture namely crops, livestock, forestry and fishery These would help think through complex challenges facing the sector and design a way forward 6
The role of universities in addressing agricultural challenges Non-profit activities Education Student projects Dissertations Publications For-profit activities Consulting Projects Research assignments 7
Challenges of agricultural higher education and training in Tanzania A case of Sokoine University Sokoine University of Agriculture (SUA) is the only higher learning institution offering agricultural training in the country The strategy for the university was to increase student population from 500 in 1984 to 5000 by 2005. This target has been missed, the population has grown to only 2906 students. The number of students applying to join SUA is decreasing year by year since the emergence of private universities. 8
Table 2: Comparison of application rates for selected universities ACADEMIC YEAR 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 Growth rate (%) APPLICATION SUA MU IUCO 1390 844 200 1976 1180 250 2268 3640 300 2796 4483 347 3396 6302 430 2906 9736 1218 10.1 29.4 21.6 9
Student enrolment in Tanzanian Universities and colleges by category of field of study S tu d e n t N o s. 16000 14000 12000 10000 8000 6000 4000 2000 0 2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 2005/2006 10
Quality of matriculants declining for SUA (2004-2007) The number and quality of matriculants applying to join SUA from 2004-2007 Number of matriculants admitted 350 300 250 200 150 100 50 0 2004 2005 2006 2007 Division I Division II Division III Year of admission 11
Student preferance to SUA courses A survey of undergraduate students at SUA and Form Six students in Morogoro, Tanzania were surveyed to collect their views about SUA Results for undergraduate students (n=283) indicate that; Overall, 52.1% of the students interviewed did not prefer to come to SUA - however, the preference varied across degree programs of study 92.9%) felt that SUA can not compete effectively with other higher learning institutions in attracting students. 59.5% associated SUA s unattractiveness to its name that includes the word agriculture When asked to compare their prestige with graduates from other higher learning institutions the responses were as follows; 44.3% felt that they are inferior, 33.6% felt that they are equals, whereas 22.1% felt that they are superior. 12
Results from Form Six students Preference of Form Six students to higher learning institutions (n=189) University University of Dar es Salaam Mzumbe University Muhimbili University College of Health Services Tumaini University All other Universities Sokoine University of Agriculture Total Frequency 64 70 26 18 8 3 189 Percent 33.9 37 13.8 9.5 4.2 1.6 100 13
Results from Form Six students Dream career for Form Six students (n=189) Career Frequency Percent Business 54 28.6 Lawyer 36 19.0 Medical doctor 26 13.8 Engineer 21 11.1 Sociologist 15 7.9 Teacher 13 6.9 Other fields 12 6.3 Journalist 11 5.8 Agricultural Scientist 1 0.5 Total 189 100.0 14
Admin block Lecture theatre Greenhouses Main road to SUA Business centre 15
Reasons repelling students from SUA 1. Education cost The tuition for pure agricultural science degrees is higher by 100% than arts and humanity programmes due to their practical nature. Science degrees programmes take longer than arts and humanities BVM takes up to 5 years Jobs for graduates in science are not readily available, and when available the pay is far lower than for arts graduates Any rational student will not opt for pure science programmes 16
Reasons repelling students from SUA 2. Stigma on agriculture In Tanzania, and probably the whole of Africa, agriculture is a highly stigmatised occupation. Consider the following: if you have nothing to do go and farm! Don t speak to us as if we are farmers? Criminal in towns will be arrested and sent to the country sides to farm You have to study hard otherwise you will end up farming! Ask a young boy or girl what she will do when he or she grows up; none will mention farming! But ask a person who is about to retire from employment what he/she will do upon retirement; he or she will say I will go farming! What will be the reaction of parent if the daughter introduced her partner as a farmer! 17
Conclusion Under such level of stigma, very few people will be happy to be associated with agriculture Those studying agriculture, is not because they like it from the bottom of their hearts, but because they are desperate Those who graduate in agriculture search jobs in nonagricultural fields. Tanzania agricultural training is left for children from poor families whose parents cannot pay for their education in local private universities or abroad Can a person who study something he/she doesn t like become a real professional in that field? Employers hire them as agricultural professional simply because they possess certificates in agriculture, but can these people think critically complex challenges facing agriculture and come up with a way forward? All these can explain the under development of agriculture in the country. 18
Recommendation In view of the immense importance of agriculture to the attainment of our long-term vision, agriculture should be accorded a special and strategic national manpower needs status. Government should consider providing incentives for bright students to study science and agriculture by offering sponsorship to outstanding students at both undergraduate and postgraduate level. Criterion for sponsorship should be strong desire to be farmers, to work with farmers, and to help farmers. Those who are receive sponsorship should sign a special contract to work in the field for a specified period. Special remuneration package be established for those working in the field of agriculture. 19
THANKS FOR YOUR ATTENTION! 20